Elaine Browne.pdf - Nelson Mandela Metropolitan University

Theme 3: The teaching and learning environment
Arts education differs significantly from theoretical subjects such as languages and social
sciences, due to its practical nature. The learning environment, however, needs to be conducive
and support materials and equipment are essential. The respondents’ awareness of this
requirement was evident:
Sub‐theme 3.1: The venue and space factor
During all the interviews, the inadequacy of arts education venues was mentioned. It appeared
that the teachers were expected to do arts activities on the sports grounds, in a general
classroom, or even in the corridor outside their classrooms. The lack of sufficient space posed
serious problems and hampered the execution of meaningful arts activities. One teacher
complained, “We do have a problem with space, the classes are still too big. It is difficult for the
children to move, they bump into each other, and then the whole lesson is upside down”.
Another respondent remarked, “And when you say we must do the dance, there is not enough
space in the class. The class is full” (of children).
Sub‐theme 3.2: Time and timetable allocations
Another obstacle identified by the respondents was lack of sufficient time allocated on the time
table. The teachers felt that the periods were too short, because “in forty minutes you cannot
let the kids complete a task. It’s impossible”. The teaching of visual art in particular seems to be
problematic, as much preparation before, and cleaning up afterwards is required. As a result,
the teachers do not teach visual art, because “you’ve got to hurry those children up because the
64